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This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers` role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers` reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

han-guk jiyeok sahoe saenghwal gwahak hoeji/han'gug jiyeog sahoe saenghwal gwahag hoeji

A Study of Teachers' Role Perception of Cooperation Teaching between General Education Teachers and Special Education Teachers for Handicapped Children